s.p.o.t. a leader days 3-4: instruction

1Jan., 2006, John A. Crain, Ed.D.

S.P.O.T. A Leader

Days 3-4: Instruction

Systemic

Pursuit

Optimizing

Teaching in Texas

2

Guiding Questions

What are the underlying assumptions regarding the Lesson Cycle and models of instruction based upon it?

What are the differences between inductive and deductive instructional models?

What is the significance of the shapes and symbols used in the Lesson Cycle Models?

What are the essential elements of instruction for each lesson cycle component?

How does PDAS language describe critical elements of lesson cycles?

How do lesson cycles reflect the best research on teaching and learning?

3

The Origins of Lesson CyclesThe “Lesson Cycles” for this training had their genesis in the work of Dr. Madeline Hunter. In

1985, Dr. Hunter’s work was developed into the “Original Lesson Cycle” by Dr. Jim Boyd (Dean of Education at Tarleton State University and later president of Weatherford College) and a team that developed the original Instructional Leadership Training. Educators in Texas will be forever be indebted to Dr. Boyd for his vision and pioneering work.

In 1989, Dr. Boyd’s work was extended by creating other instructional models—inquiry, cooperative, and laboratory lesson cycles. The group that created these lesson cycles included: Dr. Jennifer Anderson, Mesquite ISD Karen Anderson, Mesquite ISD Dr. John A. Crain, University of Dallas Katherine Kee, Carrollton-Farmers Branch ISD Dr. Sandi Maddox, Region X Education Service Center, Richardson Dr. Lynn Mefford, Region X Education Service Center, Richardson Ron Simpson, Region X Education Service Center, Richardson

In 1990, with the encouragement of Dr. Denist Harrison at Texas Education Agency, the work of this team was adopted by TEA and offered as optional extension of instructional leadership training.

4Jan., 2006, John A. Crain, Ed.D.

ASSUMPTIONS ABOUTTHE INSRUCTIONAL MODELS

Learning occurs most efficiently and effectively when the learning experience is structured.

The models (visually depicted as Lesson Cycles) do not necessarilyoccur in a single instructional period.

Other instructional/educational related activities may occur in an Instructional period which are not reflected in a Lesson Cycle.

The shapes, forms, and lines (symbols) on a Lesson Cycle diagramhave interpretive meaning.

Each model of instruction is represented as a decision-making model.

1.

2.

3.

4.

5.

5

The Symbols Have Meaning

Planning

Instruction

Instruction•Frequency may vary with need•Placement may vary with need

Options•Corrective Teaching, as required•Extension, as needed

Processes

Decision Points (Yes/No)

Bold Line: Primary CycleLight Line: Optional Loops

6Jan., 2006, John A. Crain, Ed.D.

Guiding Questions

What are the similarities and differences between the original “Lesson Cycle” with the Direct Teaching Model?

What are the Critical Attributes of the Direct Teaching Model of the Lesson Cycle?

7

MODEL FOR EFFECTIVE TEACHINGLESSON CYCLEC

UR

RIC

UL

UM

State Objective

Focus Plan Lesson

Explanation

Check Understanding

Monitoring and

Adjusting

Independent Practice Assess

Mastery

Guided Practice Check

Mastery

Next Objective

Closure

Extension

Yes

Correction

(Reteach)

Task Analysis

No

PLANNING TEACHING

8

LESSON CYCLE

Direct Teaching*Deductive Process(Cognitive, Affective & Psychomotor Objectives?

PLANNING INSTRUCTIONAL

DELIVERY

TEACHING AND LEARNING

Curriculum

Plan PlanStudentTeacher

Behaviors/ Behaviors/

Outcomes Outcomes

Why? How?

Task AnalysisContent, Vocabulary,Level of Difficulty, &Critical Attributes

What?

Focus

Explanation*Students AcquireThe DatabaseCheck for Understanding

Application/Processing Initiated

Corrective Teaching (Reteach)

Guided Practice/ Application/ Processing

Check Mastery

Monitoring and

AdjustingClosure

AssessMastery

Independent Practice/Application

Processing

Extension

Individual/GroupApplication/Processing

Closure

Planning

Instruction

Instruction* Frequency may vary with need* Placement may vary with need

Decision Points (Yes/No)

Processes

Options* Corrective Teaching, as required* Extension, as needed

TO-LL-13

Select Objective(s)

A MODEL FOR EFFECTIVE TEACHING

9

• CURRICULUM DECISIONS

• SELECTION OF INSTRUCTIONAL OBJECTIVES

DIAMONDS: MAJOR DECISION POINT

10

TRIANGLES: INSTRUCTIONAL PLANNING

Student

Behaviors/

Outcomes

Why?

Teacher &

Student

Behaviors/

Strategies

How? Cognitive/Psychomotor:

Knowledge and Skills

Affective: Attitudes/Values

What?

Performance Standards

Content Standards

Instruction

11

CIRCLES:INSTRUCTIONAL OPTIONS

• CORRECTIVE TEACHING • (Reteach)

• EXTENSION(s) •

12

OCATAGON:INSTRUCTIONAL PROCESSES

• MONITORING AND ADJUSTING •

Not a “step”—a process.

13

BROKEN LINE RECTANGLES:VARIABLE INSTRUCTIONAL STEPS

• CLOSURE •

Placement and Frequency may vary.

14

DIAMOND :MAJOR DECISION POINTS

• “Yes/No” DECISIONS •

15

LINES:Cycles and Loops

• “Yes/No” DECISIONS •

BOLD LINE:Primary Cycle

LIGHT LINE:Optional Loops

16Jan., 2006, John A. Crain, Ed.D.

Check for Understanding

LESSON CYCLEA MODEL FOR EFFECTIVE TEACHING

DIRECT TEACHING*Deductive Process(Cognitive, Affective &Psychomotor Objectives?

PLANNING INSTRUCTIONAL

DELIVERY TEACHING AND LEARNING

17

LESSON CYCLE

Inquiry/Discovery Learning*Inductive Process(Higher Cognitive & Affective Objectives?

PLANNING INSTRUCTIONAL

DELIVERY

TEACHING AND LEARNING

Curriculum

Plan PlanStudentTeacher

Behaviors/ Behaviors/

Outcomes Outcomes

Why? How?

Task AnalysisContent, Vocabulary,Level of Difficulty, &Critical Attributes

What?

Focus

Focus

StructureInquiry/ DiscoveryExperience

Check for Understanding

Check for Understanding

Application/Processing Initiated

Corrective Teaching (Reteach)

Guided Practice/ Application/ Processing

Check Mastery

Monitoring and

AdjustingClosure

Group Accountability

AssessMastery

AssessMastery

Independent Practice/Application

Processing

Extension

Individual/GroupApplication/Processing

Closure

Planning

Instruction

Instruction* Frequency may vary with need* Placement may vary with need

Decision Points (Yes/No)

Processes

Options* Corrective Teaching, as required* Extension, as needed

TO-LL-13

Select Objective(s)

A MODEL FOR EFFECTIVE TEACHING

*Students AcquireThe Database

Explanation

18

LESSON CYCLE

Cooperative Learning*Deductive Process(Cognitive, Affective &Psychomotor Objectives?

PLANNING INSTRUCTIONAL

DELIVERY

TEACHING AND LEARNING

Curriculum

Plan PlanStudentTeacher

Behaviors/ Behaviors/

Outcomes Outcomes

Why? How?

Task AnalysisContent, Vocabulary,Level of Difficulty, &Critical Attributes

What?

Focus

Focus

Teacher Explanation/Modeling of the Database

Check for Understanding

Structure Task and the Interdependence

Check for Understanding

Corrective Teaching (Reteach)

Cooperative Practice/Application/

Processing

Check Mastery

Monitoring and

AdjustingClosure

Group Accountability

AssessMastery

AssessMastery

Individual Accountability

Extension

Individual/GroupApplication/Processing

Closure

Planning

Instruction

Instruction* Frequency may vary with need* Placement may vary with need

Decision Points (Yes/No)

Processes

Options* Corrective Teaching, as required* Extension, as needed* Group Accountability, as needed

TO-LL-12

Select Objective(s)

A MODEL FOR EFFECTIVE TEACHING

Group Process Closure

Explanation

19

TO-CL-10

LESSON CYCLE

Cooperative Learning*Inductive Process(Cognitive, Affective &Psychomotor Objectives?

PLANNING INSTRUCTIONAL

DELIVERY

TEACHING AND LEARNING

Curriculum

Plan PlanStudentTeacher

Behaviors/ Behaviors/

Outcomes Outcomes

Why? How?

Task AnalysisContent, Vocabulary,Level of Difficulty, &Critical Attributes

What?

Focus

Focus

Structure Taskand the

Interdependence

Check for Understanding

*Students Cooperatively Acquire the Database

Check for Understanding

Practice/Application/Processing Initiated

Corrective Teaching (Reteach)

Cooperative Practice/ Application/ Processing

Check Mastery

Monitoring and

AdjustingClosure

Group Accountability

AssessMastery

AssessMastery

Individual Accountability

Extension

Individual/GroupApplication/Processing

Closure

Planning

Instruction

Instruction* Frequency may vary with need* Placement may vary with need

Decision Points (Yes/No)

Processes

Options* Corrective Teaching, as required* Extension, as needed

TO-LL-13

Select Objective(s)

A MODEL FOR EFFECTIVE TEACHING

Group Process Closure

Explanation

20

LESSON CYCLE

Laboratory Learning*Deductive Process(Cognitive, Affective &Psychomotor Objectives?

PLANNING INSTRUCTIONAL

DELIVERY

TEACHING AND LEARNING

Curriculum

Plan PlanStudentTeacher

Behaviors/ Behaviors/

Outcomes Outcomes

Why? How?

Task AnalysisContent, Vocabulary,Level of Difficulty, &Critical Attributes

What?

Focus

Focus

TeacherExplanation/ Modeling of the Database

Check for Understanding

Structure LaboratoryTask/Experience

Check for Understanding

Corrective Teaching (Reteach)

Guided Practice/ Application/ ProcessingManipulation of Database

Check Mastery

Monitoring and

AdjustingClosure

Group Accountability

AssessMastery

AssessMastery

Individual Accountability

Extension

Individual/GroupApplication/Processing

Closure

Planning

Instruction

Instruction* Frequency may vary with need* Placement may vary with need

Decision Points (Yes/No)

Processes

Options* Corrective Teaching, as required* Extension, as needed* Group Accountability, as needed

TO-LL-11

Select Objective(s)

A MODEL FOR EFFECTIVE TEACHING

21

LESSON CYCLE

Laboratory Learning*Inductive Process(Cognitive, Affective &Psychomotor Objectives?

PLANNING INSTRUCTIONAL

DELIVERY

TEACHING AND LEARNING

Curriculum

Plan PlanStudentTeacher

Behaviors/ Behaviors/

Outcomes Outcomes

Why? How?

Task AnalysisContent, Vocabulary,Level of Difficulty, &Critical Attributes

What?

Focus

Focus

StructureLaboratoryTask/Experience

Check for Understanding

*Students AcquireThe DatabaseCheck for Understanding

Application/Processing Initiated

Corrective Teaching (Reteach)

Guided Practice/ Application/ ProcessingManipulation of Database

Check Mastery

Monitoring and

AdjustingClosure

Group Accountability

AssessMastery

AssessMastery

Individual Accountability

Extension

Individual/GroupApplication/Processing

Closure

Planning

Instruction

Instruction* Frequency may vary with need* Placement may vary with need

Decision Points (Yes/No)

Processes

Options* Corrective Teaching, as required* Extension, as needed* Group Accountability, as needed

TO-LL-13

Select Objective(s)

A MODEL FOR EFFECTIVE TEACHING

Explanation